Stage 1 Strategic Plan Research Key Findings

RESEARCH OBJECTIVES AND METHODOLOGY

Introduction Research introduction and objectives

In stage 1, four focus groups were held with GCU students and

8 stakeholder interviews were held with stakeholders identified

by GCU Students’ Association.

The broad objectives for both parts of stage 1 were to

understand perceptions of GCU Students’ Association and to

gain thoughts, opinions and ideas around the direction of the

new GCU Students’ Association Strategic Plan.

Introduction Focus group sample make-up

Four groups were held on Wednesday 4th and Thursday 5th March 2015. Group participants were recruited through expression of interest via an online survey, to ascertain their key demographics, level of study and engagement to ensure representation across the groups.

The groups were designed so that each session focused on different year groups. Focus group participants were studying a variety of courses. The groups lasted approximately 75 minutes and they were each paid £25 for their participation.

30 participants

Introduction Stakeholders

• Eight stakeholders were consulted during this stage of the research.

• They were stakeholders selected by the team at GCU Students’ Association and were from the Institution, in various roles.

8 participants

Key findings

Student feedback

Student identity

What kind of student…. Focus Groups

Typical students….?

“I’m a business management student.” (3/4th Year UG, aged 21-24) “I think because I’m already employed fulltime my student bit is a bolt on because I don’t have an identity as a student.” (PG, aged 30+) “I think it depends on who you’re speaking to. If you’re speaking to other students, yeah, ‘I’m a student doing such-and-such a course’ or ‘I’m a wife’.” (1st Year UG, aged 25-29) “Going out a little bit more than you probably should….I think I maybe felt like that first or second year, but by the fourth year it’s like you have to get your head down.” (3/4th Year UG, aged 21-24) “I’m a mum, first and foremost.” (3/4th Year UG, aged 30+) “I don’t think a typical student exists. I think you get lots of different types of people. … they may be involving themselves in the SA or outside with work and other types of things, where there’s the people that do travel to uni and then go home.” (2nd Year UG, aged 16-20)

• A number of the participants

considered themselves students

of their particular course.

• Others defined how they were

with regards to the priorities in

life: parent, worker.

• ‘Typical students’ change by year

group, with more focus on having

a good time in early years, and on

studies and work as they move

through university

• But – is there such a thing as a

typical student?

Understanding awareness of the Students’ Association

The purpose and role of the Students’ Association….. Focus

Groups

“It’s something that can take your voice further. I know the SA just before we came

and this year had campaigned to get new computers down in the

computer lab.” (1st Year UG, aged 25-29)

“I’d expect an SA to provide the services that you might need to ensure that you have a better

time at university than you might otherwise have, so the different things you can get

involved in, they’re the people that organise it and promote it.”

(1st Year UG, aged 16-20)

“Somewhere you can meet up with

people.” (3/4th Year UG, aged 21-24)

Wide understanding of the role and function of the Students’ Association: • Events / social aspects of

university

• Societies

• Representation / campaigning

• Support and advice

• Computer labs

“A way for students to mobilise and get involved in different things.” (2nd Year UG, aged 21-24)

“A kind of support group, talk to them if you’re troubled.” (2nd Year UG, aged

30+)

“It’s a place you can get a computer when there’s

nothing.” (Respondent 9, 2nd

Year UG)

Mixed awareness across all groups

regarding what is on offer….

Awareness of services and facilities Focus

Groups

Unprompted flip chart exercise

“Everything is important. Everything is a different services and it’s relating to a different area.” (1st Year UG, aged 21-24)

What’s missing: A bar / social meeting place. A similar suggestion across most student union / association research

Strengths of the Students’ Association… Focus

Groups

“We’ve got such a wide variety of

things.” (1st Year UG, aged 21-24)

“The facilities they provide, like the Radio, the women’s group. It’s very supportive of the

societies.” (1st Year UG, aged 16-20)

“They do offer a lot of services.”

(PG, aged 25-29)

• Variety of services and events on offer

• Supportive

• A welcoming atmosphere

• The staff / people

“The student leaders things, that was very good.” (3/4th Year

UG, aged 30+)

“It’s like a personalised welcoming feel to it and

the people involved seem to be really positive! (2nd

Year UG, aged 21-24)

The variety of services and events on offer was indicated strongly by GCU students, which is specific to this research compared with other unions consulted recently.

Weaknesses of the Students’ Association… Focus

Groups

“I honestly didn’t know half that stuff was

there.” (1st Year UG, aged 30+)

“Nobody sees it.”

(PG, aged 30+)

• Lack of awareness / promotion

• Inaccessible

“I think they only invite people to be part of the activities only on Freshers'

Week. There’s a lot of activity and a lot of people inviting you and then they

disappear, and you don’t see anything else on the other weeks.” (2nd Year

UG, aged 21-24)

“I don’t know if they're that good

at promoting things.” (3/4th

Year UG, aged 21-24)

“I think it does feel a bit like a closed community, you have to

seek it out. Once you seek it out there’s tons of stuff there but to actually get your foot in the door you have to make an active effort and I think it should really be a lot more accessible than that.” (1st

Year UG, aged 21-24)

A lack of awareness is common throughout research conducted with other unions; less so is the perception of inaccessibility and a closed community, which was evident across most of the groups.

Getting involved

Being part of a society…. Although

some pointed out their feeling part of

that particular society rather than the

Students’ Association

Attending events

Taking part in activities

Being involved with the Students’

Association

What is engagement?

“Just taking part in the activities

and being part of it.” (3/4th Year UG, aged 30+)

“I feel engaged in what I do but at the same time I

don’t feel I’m actually contributing to the SA,

I’m not, I’m just part of a society.” (1st Year UG,

aged 21-24)

“For me it’s genuinely just so that it gives me something to do with

my time.” (1st Year UG, aged 16-20)

“For me it’s being part of a society.” (1st Year UG,

aged 16-20)

Focus Groups

“Like everyone is involved and it’s like a together attitude

kind of thing as well.” (3/4th Year UG, aged 21-24)

“They had a couple of gigs and concerts and stuff like that.”

(3/4th Year UG, aged 21-24)

• Intimidating

Barriers to increased engagement: the accessibility of the Students Association….

Focus Groups

“They should make it as easy as possible for anyone who does want to get involved because that will make it so much easier.” (PG,

aged 25-29)

“From some parts it seems overwhelming. There are so

many things you can do and it looks as a whole thing, it doesn’t

look like a collection of single parts.” (1st Year UG, aged 21-

24)

“I had this feeling and I don’t have that feeling anymore because I go there all

the time for my lunch, but it’s this feeling like ‘that must be where all the cool people hang out and I’m not cool’,

various things like that. Because I’m not part of the group that already goes to the

SA all the time I don’t want to become part of that group.” (1st Year UG, aged

16-20)

• An effort to get

involved

“The SA didn’t try hard to make me involved, so I kind of had to go and do

it myself, so that’s what I did in trimester two, so by the end of

trimester two I’d managed to find opportunities for myself.” (2nd Year

UG, aged 16-20)

Barriers to increased engagement Focus Groups

• Not always on

campus

• Not enough time

“I don’t live in student accommodation, although I’m in first year, and we’re barely in class. To be honest all the advertising and all the events, things like that, I don’t see them, I don’t feel

like I am part of the university. Going to the building, going to the campus, you

can see that’s where it’s all happening..” (1st Year UG, aged 21-24)

“I would say I was probably more engaged last year but I think that’s

because I’m fourth year now and I just don’t have enough time to come in and

do stuff whereas last year I would probably be in every other day and

also the classes as well.” (3/4th Year UG, aged 30+)

“Because right now I don’t have any time just because you’ve got to be dead organised. But I think in the

past, especially like first and second year, you had about a three hour gap in your timetable, so that’s when you would do something else, get involved

in the campaign.” (3/4th Year UG, aged 21-24)

These are common barriers to engagement throughout Students’ Unions and Associations

• Not knowing how to get involved

• Unaware of officers or campaigns

• Not using the building / walking past

“It’s clear that people want to get involved, but it is that we don’t know where to go or if there is something to be involved in.”

(PG, aged 25-29)

“I couldn’t tell you who anyone is or

what they’re running for!” (2nd Year UG, aged 21-

24)

“If you’ve got people in the building in like a society open day, like what they do with the university, then everyone could come in. Again, I was never in this building before,

I’ve never been in it. I’ve not even used the computer lab. I have no reason to come into the building.” (1st

Year UG, aged 30+)

“Unless you’re super involved, you don’t

know about the campaigns.” (2nd Year UG, aged 16-

20)

Focus Groups Barriers to increased engagement: lack of awareness

“I had no idea what was going on.” (2nd Year

UG, aged 21-24)

“Geographically this building is

only going to be passed if you’re

leaving that way..” (2nd Year UG, aged

21-24)

These are common barriers to engagement throughout Students’ Unions and Associations

A mixture of involvement in

volunteering and roles

Volunteering involvement Focus

Groups

Unprompted flip chart exercise

High awareness of the

leadership programme and

generally good experience

of taking part

Volunteering - motivations Focus

Groups

Reasons for volunteering

• Cause close to heart

• CV

• Employment skills

• To give something back

• Linked to course

• Lots of free time

Reasons for NOT volunteering

• Simply don’t want to / not interested

• No time

• Don’t know the opportunities

available or how to get involved

“There is something else to put on your CV.” (2nd

Year UG, aged 21-24)

“It’s a cause close to my heart and my aunt died from it.” (1st Year UG,

aged 30+)

These are barriers common across all unions

we have conducted research with.

The main barriers highlighted in the Student

Volunteering Research conducted in 2013 with

HE students across the UK included time

pressures and other commitments

I wouldn’t know where to start, like where to

go to sign up to volunteer.” (3/4th Year

UG, aged 21-24)

Increasing engagement / access to the Students’ Association

Raising Awareness and promotion

Increased advertising and suggested methods

included:

• Student Welcome pack from the SA

• Noticeboards throughout the campus to

attract students over to an area of campus

they may never pass

“Advertise the volunteering positions. You don’t find out about the positions and what you can do to help the Students’ Association,

or at least I haven’t found it.” (PG, aged 30+)

Focus Groups

“Awareness should be made because people

don’t even know anything that is happening.” (PG,

aged 30+)

“Maybe if you had some kind of noticeboard

actually in the main part, because this is the other end. We actually have to

come up here pretty much.” (3/4th Year UG,

aged 30+)

“They need to publicise better.” (3/4th Year UG,

aged 21-24)

“A Students’ Association welcome pack ‘This is what we

do; this is the building.’ “ (PG, aged

25-29)

“I think they should have a notice board in the Saltire Centre.” (3/4th Year UG,

aged 21-24)

Raising Awareness and promotion

Personal communication:

• Regular promotion throughout the year,

not just during Freshers'

• Engaging with students at the start of

lectures

• Consistent communication from officers

“If you were sat having your lunch and the

officers were to go round and just chat away then you’d maybe get more

people going ‘Oh I didn’t realise that’, or some leaflets or flyers or

whatever.” (3/4th Year UG, aged 30+)

Focus Groups

“They promote only during Freshers' or Refreshers' Week so they could it more throughout the

year or something like that.” (3/4th Year UG, aged 21-24)

“Some of the officers are much better at promoting themselves than others are.” (3/4th Year UG,

aged 30+)

“I think come in a bit more often and have a full lecture with 500

students together, doing something like that, or

even a five minute presentation that shows all the things it does.”

(2nd Year UG, aged 30+)

An increasingly diverse student population means

that there are more needs to take account of:

• Online students

• Part time students

• Mature / older students

• Parents

• Post graduate students

• International students

However, work by the SA in this area was noted

Increasing the reach of the Students’ Association…

“As an online student I live in Glasgow, and I’m sure there’s quite a lot of online students

in Glasgow doing distance learning but we would still like to be part of something, and

you get no information whatsoever.” (PG, aged 30+)

“Especially at Freshers' Week everything was

aimed at the young students and it was ‘come and drink’.” (1st Year UG, aged

30+)

“They need to promote that

welcomeness and inclusiveness.” (PG,

aged 30+)

“Helping international

students integrate.” (PG, aged 30+)

Focus Groups

“I think that is something the SA themselves have acknowledged, and I’ve actually seen it on quite a few manifestos for the elections this year, is that they’re going to aim

more Freshers' events at the mature students, the post-grads and stuff.”

(1st Year UG, aged 16-20)

“There is nothing for mature students who’d like to have a society that pulled together parents with kids and have like days out or something like that.” (3/4th Year UG,

aged 30+)

Strategic Plan

Generally good understanding of what a Strategic Plan is….

• Goals

• Long term planning

• Planning for the future

Focus Groups

“A plan for the future; to keep it on track.” (1st Year UG, aged 16-20)

“Mid to long term goals.” (2nd Year UG, aged 16-

20)

“It is the direction, long term direction for the student association, the direction

that it’s going to take in the long term, what it wants to achieve in the long term.”

(3/4th Year UG, aged 21-24)

“The way forward and what objectives they want to meet.” (2nd

Year UG, aged 16-20)

However, no awareness of the previous Strategic Plan across all groups

Review of Students’ Association Mission Vision and Values

Students’ Association Mission, Vision and Values 2015

Initial thoughts about the Mission, Vision and Values Focus Groups

“It sounds like buzz words – it doesn’t

really mean anything to me.” (1st Year UG,

aged 16-20)

“The vision looks to ambitious in the way that an experience that will live with them forever….”” (PG,

aged 30+)

“It comes across a bit non-committal because it says

students will have an outstanding experience.

Obviously. This is some vague statement that you could

replace GCU with any uni.” (2nd Year UG, aged 21-24)

Too ambitious Not easily measured Ambiguous / vague ‘Buzz’ words

“It would be difficult to them to hit those targets.” (1st Year UG, aged 16-20)

“I think it’s very vague, it doesn’t assume a lot of

responsibility for those things.” (1st Year UG,

aged 21-24)

What should stay the same? Focus Groups

“Well in terms of the community and support, I mean I know they do a lot of outreach work that they have been talking about within Glasgow,

that includes everybody, so bringing in students in the deprived areas that may not have accessed maybe

otherwise.” (3/4th Year UG, aged 30+)

“I think it’s important to have someone that is kind of representing

the students and giving the students a voice.” (3/4th Year UG, aged 21-24)

Support Diversity Representation Expanding on what’s already there….

“I think diversity should stay the same just because it’s

good like to have a range of people from different

backgrounds, different areas and different religions and stuff, equal opportunities.”

(3/4th Year UG, aged 21-24)

“Support is the most important thing of the SA.”

(1st Year UG, aged 21-24)

“It’s just a great idea and it should be something you could aspire to.”

(2nd Year UG, aged 16-20)

“I think maybe developing on what they’ve already got, expanding and just making it bigger, adding to it.” (3/4th Year UG,

aged 21-24)

A sense of community….? Focus

Groups

• A sense of community is

felt to be important, but

while it is noted by

some, a sense of

community is not an

overwhelming

perception of life at GCU

for participants

“There is a sense of community that comes with

engagement, I think they are trying to do their best and

they are succeeding in their best, but there’s just some areas that are too big.” (1st

Year UG, aged 21-24)

“I think the community part, making everyone aware that they’re a

part of it.” (1st Year UG, aged 30+)

“I think like some of us who didn’t even know we were

part of it, to me being part of it would be some kind of … not necessarily membership

but being attached to something, whereas I don’t

feel I am attached to anything.” (1st Year UG, aged

30+)

“The societies are really important as well because with so many people

being here there’s bound to be people that have got the same interests as you, so it’s really important that

people feel an added sense of belonging to the uni. so having

something like that where you’re part of a group, whether it’s a team or whatever, you build up a sort of

encouragement circle around you, and also enjoy yourselves.” (2nd Year

UG, aged 21-24)

Need for focused, measurable values Focus Groups

“They aren’t goals for 2015. It’s not like improve political

engagement among students or something. It’s have a good time.” (2nd Year UG, aged 21-24)

“You could have a memorable or enjoyable experience rather than

outstanding.. Outstanding is too big and not always positive.” (1st Year UG,

aged 21-24)

“It’s nothing you can really achieve. “(1st Year UG, aged

21-24)

Should be more realistic Measurable Actual goals Inclusive of ALL students

“It’s very vague, it doesn’t assume a

lot of responsibility for those things.” 1st Year UG, aged

21-24)

“Maybe a more positive

experience than an

outstanding.” (1st Year UG, aged 16-20)

“It’s very difficult to measure the outcome from an outstanding

experience. “ (1st Year UG, aged 25-29)

“I don’t think it reflects all GCU students – I want to

see the word ALL students in there.” (PG,

aged 25-29)

GCU Strategy

A mixture of awareness about the ‘Common Good’

throughout all groups.

Variety of opinions, but an apparent agreement that

goals are more focused than the GCU Students’

Association Mission, Vision and Values.

Students can link the 2020 strategy to what they see

whilst at GCU.

Review of the GCU 2020 strategy

“The actual specific goals, I think that’s the big difference with the

SA; you can see here the things in action.” (2nd Year UG, aged 21-24)

“The common god – it’s like working together to

achieve the best for everyone. So they do a

lot of work in the community.” (1st Year

UG, aged 16-20)

“I think it’s what you would expect.” (1st Year UG, aged

16-20)

“It sell the uni’ very well.” (2nd

Year UG, aged 21-24)

Focus Groups

“I thin it seems to represent what the university stands for – one of the benefits of Caley uni’

is that it is very focused on employability and jobs.” (PG,

aged 30+)

“Students as partners… I like that.” (1st Year UG, aged 25-

29)

The future of GCU Students’ Association

A Strategic Plan should focus on…..

“Stand up for part-time students and mature students.”

(2nd Year UG, aged 30+)

Tangible goals involving

• Being more inclusive of ALL students

and increased diversity

• Engagement

Ensure that what is on offer is promoted

and raise awareness

Focus Groups

“Say just this is what we’re doing in 2015. We want to get so many more people involved because we’re doing

really great stuff, here’s what we want to do.” (2nd Year UG, aged 21-24)

“I’d just go with student and staff engagement, making sure everyone knows what the SA does, what it’s there for, and how you can use it.” (1st Year UG, aged 16-20)

“I think consideration by everybody, so everybody can be involved, it doesn’t

matter what level, what year, what subject. And be more approachable. Be not that hard to make that step to get involved or

acknowledge what societies are out there.” (1st Year UG, aged 21-24)

“I think bringing people together, from all

backgrounds, learning their cultures and everything,

engaging with them.” (3/4th Year UG, aged 21-

24) “Just get people included in what’s going on.” (PG,

aged 30+)

“Students don’t know what’s out there and need to know it’s there. “(2nd Year UG, aged 16-20)

“It should be the amount of people staying and actually being around uni, and being involved, and activities going

on.” (PG, aged 30+)

“Because we are members of our SA, how we view it and how they can improve

and meet students’ experiences.” (1st Year

UG, aged 21-24)

Students

• Very important

• Positive and important

• Allowing students to have their

say

• Students are stakeholders

Working with other stakeholders in developing the Students’ Association strategy

Focus Groups

“We’re the stakeholders, the biggest income

generators.” (PG, aged 30+)

“If students don’t have a say in it, how can you

really call it the Students’ Association? (2nd Year

UG, aged 21-24)

“Everyone has the same goals.” (1st

Year UG, aged 30+)

Working with other stakeholders in developing the Students’ Association strategy

Focus Groups

“It’s like working together to achieve the best for

everyone.” (1st Year UG, aged 16-20)

The Institution

• Working towards the same goals

• Working together for the

common good

• BUT ensure independence…..

• Working towards different

aspects of the student experience “Maybe that they understand working with the teaching plan with uni, they

understand what the students actually need, like what they get in school and the

uni and what they need after, what support the SA can provide.” (1st Year

UG, aged 21-24)

“There should be total

transparency.” (2nd Year UG, aged 21-24)

“I think they need to look at similar goals…. so make sure that they’re consulting with

each other” (3/4th Year UG, aged

30+)

“More than have two bodies working against each other

because then you’re not going to

get anywhere.” (3/4th Year UG,

aged 21-24)

Stakeholders’ feedback

SWOT Analysis

• Engagement with university:

• Collaborative and supportive

• Principal and senior staff

• Supportive of university strategy

• Promoter of the university ‘brand’

• External engagement with the wider community and

colleges – VP of education is an articulating student

• Staff:

• Enthusiastic and passionate

• professional powerful

• Not politically affiliated

• Offering opportunities for students:

• Radio Caley

• Social

• Tool for student feedback:

• SAGE group

• Student parliament

Strengths and Weaknesses of the Students’ Association… Stake-holders

Strengths “The Student Association is quite

cohesive and professional team. It is can be quite easy to be left wing, industrial relations orientated, but they seem very

balanced. Showing both sides of the problem. An apolitical organisation.” (Stakeholder 3)

“Very enthusiastic, very passionate, fired up. The permanent team are good, spend a

lot of time coaching, mentoring and encouraging the new team each year. New ideas, that are in alignment with where they

think the students are.” (Stakeholder 9)

“Open to partnership working, and seeking advice and guidance. Not approaching issues in isolation of the university.” (Stakeholder 9)

• Limitations of democratic structures:

• Only in post for a year and drive of the manifesto

• Equality and diversity:

• Lack of representation in the exec

• Lack of diversity and culture on campus

• Lack of international student integration

• Lack of community aspect:

• Location of building on periphery – lack footfall

• Type of campus – low proportion of residents

Strengths and Weaknesses of the Students’ Association… Stake-holders

Weaknesses “People don't live on campus. The lack of a social culture, with no social dynamic -

its' hard to build that up with so many other things going on in students lives.”

(Stakeholder 1)

“Understanding the real politics of working here - 'I was voted on this and

this is what I said I will deliver and therefore you'll have to help me do that' and that's not quite the way it works.”

(Stakeholder 4)

“A substantial proportion of the

students are female and not to have

female role models and representatives, its something they should continue to

work on.” (Stakeholder 7)

“A minor weakness is that the SA building is

towards the edge of campus

and you miss some stud footfall because of that.” (Stakeholder 8)

Stake-holders

Opportunities “It already has influence, reach and impact in the other schools whereas it

doesn’t really impact on the engineering school. To make the greatest difference to

the student population, it should be a strategic target for the SA to focus

significantly, if not disproportionally, target the engineering students, in the

widest context, to get involved..” (Stakeholder 3)

• School and faculty representatives

development and accountability

• Support for student officers who are

involved in committees and boards.

• Continue the Student Leaders Programme

to help professionally develop students to

have a bit more confidence.

• To engage at a local level and cascade

upwards into departments and into

schools.

Opportunities for the Students’ Association…

“It's important for the SA to engage students at a local level and

cascade upwards into departments and into schools. I

would always expect that the students be heard at a local level, on a regular ongoing basis, not just because of an

issue.” (Stakeholder 7)

Stake-holders

Opportunities “Coming from the students. The mantra is that 'student listen to staff but believe students' - peer model of

engagement and support can be a powerful vehicle for that, potentially.” (Stakeholder 11)

Opportunities for the Students’ Association…

“If want them to feel a sense of belonging before they get here, then could work more closely with

partner colleges, and utilise mechanisms. As part of

longitudinal process of transition. As only there for a short time, it is important to make aware of all

exciting opportunities and utilise these.” (Stakeholder 11)

“'Heart of Campus' - it really is to improve study facilities and enhance stud support and there is a real opportunity for the SA.”

(Stakeholder 8)

• Engagement:

• Consideration of social media for connecting

with an off campus student population –

virtual community

• Opportunities for feedback

• Creating a sense of belonging before they

arrive at university

• Collaborative curriculum delivery and

programme development

• Centre and Heart of Campus

Stake-holders

Perceived threats

“How shall they remain relevant in an educational environment, which might

become increasingly part time and increasingly have distance learners. Can

you gain the same levels of engagement and representation remotely?

Theoretically you can through vertical communities, but in practice this an

uncertainty.” (Stakeholder 3)

Threats to the Students’ Association…

• Engagement

• Low levels of voting participation

• Reactive and limited feedback e.g.

NSS survey

• Less engagement with Engineering

and Built Environment

• Challenge of increased diversity:

• More part time / mature students /

distance learners

• Lack of representation for these

diverse students

“Less representation from engineering

and built environment –

coming from one part of the university.” (Stakeholder 11)

“We have a lot of students who live at home and not on campus and students who don't engage with the SA as much as they

could do - how can the SA grow it's influence and presence?”

(Stakeholder 7)

Stake-holders

Perceived threats

Threats to the Students’ Association…

“The uni provides significant funding to the

SA and it's going to be a challenge for them to

continue to develop in this kind of environment - this is a key challenge for them.”

(Stakeholder 8)

• Not asserting independence from

the institution:

• Students are at risk of being

considered consumers

• Funding model

• City Centre Campus:

• External provision of services

• Limitations of democratic structure:

• Short term posts, Compatible

relationships, professionalism and

efficacy of team can change year

on year

• Short term strategies

“I think the Uni' is a great place, but management do manage and see students as consumers, not as part

of a community.” (Stakeholder 1)

Working with stakeholders

Stake-holders

• Collaboration and two way

communication with stakeholders

Improving relationships with stakeholders…

• Meeting between staff Trade Union and student parliament

• GCU Students’ Association being represented within forums and committees

• Consultative and partnership model employed on both fronts

• Working within a wider context

• Longer timeframe vision

• Working collaboratively on the

school plan within the 5 year cycle

• Whilst new executives may have their manifesto to strive for, there could be continuity and longevity, with less emphasis on ‘within the year’

• Utilising officers and class

representatives to improve links

• Current initiative that has a senior officer associated with a school can be furthered, by embedding them within the faculties

• Class representatives utilised more to act as a bridge and network between the faculty and students

• Awareness of the wider context, so that the student voice is sympathetic and supportive of any larger issues

Stakeholders and strategic planning

Stake-holders

Students’ Association Mission, Vision and Values…

“Community is a key one. We think students are part of a

community with staff, so that they add to what staff know and vice versa. They take part in a

joint community and journey.” (Stakeholder 1)

Community

“The fact that they have stated their commitment to diversity and participation and trying to have not just a great education

experience, but also fun is important.” (Stakeholder 7)

Diversity

Fun

Support

Participation

Leadership

“Fun is important!” (Stakeholder 11)

“They look good” (Stakeholder 11)

“Reads very well, mission seems to read

well, it depends on what you make of the values.”

(Stakeholder 1)

The values are received favourably

Stake-holders

Students’ Association Mission, Vision and Values…

• Clarity of role of SA

• Definition of student

experience

• Punchier mission

• Align with university values –

the common good / Caledonian

code

• Longevity of vision

• Preparing students for life

beyond university

• Responsibility

• Respect

“’All aspects of the student experience’ is very general. It

could perhaps be improved slightly by capturing a bit more

about what the student experience actually is.”

(Stakeholder 8)

“Clarity of what their role is. What they are hoping students will get out of a university

experience and then what they can then do best to enable that, working in partnership

with other stakeholders and partners.” (Stakeholder 9)

Suggested inclusions

Stake-holders

The future of the Students Association….

“Taking control of their education vision

independently of uni' management and demand that the type of education they'll get is the type that

will really enrich the experience of being at

university” (Stakeholder 1)

• Proactive, not reactive:

• And independent of the institution

• Longer term vision:

• Providing a longer term structure with

overarching ideas that incoming

officers can feed into and add their

ideas to

• Transfer of knowledge between

incoming officers

• Working with and supporting the

university for the common good

“Helping support major initiatives and be involved in the Common Good.”

(Stakeholder 7)

Vision of the Student Association…

“Engaged in the wider university business, and supporting the university mission

and lobby for opportunities.” (Stakeholder 7)

“In the position where they are proactive in

putting forward a strategy for students

at the university, rather than being

reactive.” (Stakeholder 1)

“Very difficult for the permanent officers to

have a consistency of strategy when officers

change every year.” (Stakeholder 9)

Stake-holders

The future of the Students Association….

“They should seek to be at the forefront of developing students as leaders.”

(Stakeholder 8)

“Harness the technology more creatively, perhaps more so than they have social media, to engage with the

students who are harder to reach. Devoted post to respond to

particular students e.g. PGT, PGR etc. Greater longevity into their

structures, so that the learning and knowledge isn’t lost.” (Stakeholder 11)

Vision of the Student Association…

• Being at the heart of the university and the

centre of the Student Experience

• Increasing student engagement

• Enhancing student capabilities and

opportunities

• Addressing lack of diversity and

representation:

• Harnessing technology – e.g. social media

and connectivity with distance learners

• Devoted officers for under-represented

student groups

“Embedding the student voice across all activity…helping

students achieve their maximum potential through university.”

(Stakeholder 7)

“Figuring out a way to connect to all

constituent groups in some way or other.”

(Stakeholder 9)